ABSTRACT
This chapter presents a conceptual framework to define and elaborate what quality use of research evidence means in relation to education. Drawing on ideas from our cross-sector systematic review and narrative synthesis as well as stakeholder consultation, it argues that high-quality use of research:
can be defined as “thoughtful engagement with and implementation of appropriate research evidence, supported by a blend of individual and organisational enabling components and system-level influences”;
depends on the research evidence being rigorous and fit for context (appropriate) and the engagement and implementation being critical and deliberative (thoughtful);
requires educators with particular skillsets (skills and knowledge), mindsets (values and dispositions) and relationships (interpersonal connections and capabilities);
needs supportive organisational leadership (vision and modelling), culture (ethos and values), infrastructure (time and resources) and system-level influences;
invites reflection about current approaches to using research and supporting research use at the individual, organisational and system levels; and
has implications for anyone who is interested in strengthening the role of research within school and system improvement.
